Promoting quality culture

St Ignatius of Loyola believed that everyone can reach their full potential: his concept of Magis is an inspiration to do more and better as we develop our talents. In fidelity to the spirit of its founder, the Pontifical Gregorian University seeks to foster continuous quality improvement processes in its services and academic offerings. The task of the Quality Commission set up in 2017 is to pursue this goal. The Holy See’s adherence to the Bologna Process also points in this direction, with a view to pursuing and fulfilling a number of objectives such as “a focus on quality understood as the inherent and indispensable asset for academic innovation and research.” 

Awareness-raising and involvement

The Committee is chaired by Academic Vice Rector Mark A. Lewis, S.J. It comprises six faculty members from different academic units, two representatives of administrative staff and two students, along with Executive Secretary Dr. Mabel Mercado. Research, academic programmes, educational resources for students, courses and seminars evaluated in terms of their effectiveness and efficiency, as well as facilities management performance are the areas subject to quality assessment. The purpose of the Committee is to create and promote quality culture, thereby enhancing the University’s identity and a greater sense of belonging to the institution, involving the entire academic community in the quality assessment process and making it co-responsible. 

Recent activities of the Committee include the revision of the Standards of Ethical Conduct and the University Rules on Plagiarism, along with the creation of a Student Plagiarism Procedure.  Furthermore, the Committee has issued guidelines and procedures for faculty publications, including criteria for scholarly writings, publication requirements on faculty promotion, Liber Annualis, etc. 

 

The ‘virtuous circle’ of assessment

Last year, the Quality Committee initiated the procedure for the self-assessment of the university’s various academic and administrative departments termed SWOT Analysis, i.e. the analysis of Strengths, Weaknesses, Opportunities and Threats. By working in small groups of students and lecturers, each academic unit has engaged in an analysis of its respective area of activity. This analysis was seen as an opportunity for quality improvement as well as a positive experience of dialogue in each academic unit. It provided administrative units with an opportunity for dialogue and to discuss ways of improving the services offered to the University Community.

During the academic year 2020-2021, the various academic and administrative units worked on the Self-Assessment Report (Rapporto di Autovalutazione, RAV) which places a special emphasis on reflection, analysis and constructive self-criticism. Strategies and propositions for improving the work of our academic institution were developed to meet quality improvement goals. The RAV comprises descriptive aspects as well as quantitative data and a detailed analysis of the University’s strengths and weaknesses. In fact, the Report is not limited to a description of the University’s present status, as it comprises a comprehensive assessment. 

The Self-Assessment Report will be submitted to the Holy See’s Agency for the Evaluation and Promotion of Quality in Ecclesiastical Universities and Faculties (AVEPRO), during the next academic year. A panel of experts appointed by the Agency will subsequently assess and promote quality in our University.

“It involves triggering a continuous ‘virtuous circle’,” Dr Mercado explained. “The goal is to ensure that when an assessment cycle is completed the University gains insight into its own performance, setting objectives and determining its ability to attain them and ultimately improve. The assessment process is a shared effort, whose value lies not just in the rating given but also, and above all, in the process leading up to it.”

Other useful tools for quality enhancement include course and seminar assessments filled out by students at the end of each semester, along with the biannual satisfaction questionnaires submitted by the Gregorian to students, professors and administrative staff.

 

Quality teaching and the pandemic

The long-established Ratio Studiorum of the Society of Jesus calls on Provincials to select teachers not only on the basis of their erudition but also by considering those who are most “diligent, dedicated and committed to the progress of the students, both in class and in other learning activities.” “Teaching responsibilities can be best defined by applying the biblical metaphor of spiritual navigation”, said Fr Mark Lewis. “In the First Cycle the aim is to teach students to sail, sharing our knowledge of the subject. In the Second Cycle we form new sailors, sharing our passion for truth. In the Third Cycle we jointly explore ways to upgrade the vessel, as our teaching method is based on learning, i. e. through practical research.”

The challenge of blended teaching imposed by the pandemic likewise required all faculty members to learn new ways of teaching. A poll conducted among faculty members on teaching during the first few months after the outbreak of the pandemic highlighted the need for a one-week training and refresher course on blended learning. The event - which attracted a large number of participants, with some 200 attendees at conferences, seminars, as well as 42 working groups - was held at the beginning of the academic year and at the start of the second semester. It will be held again each year as a training/refresher opportunity for professors.

Quality culture encourages us to be increasingly open, transparent and forthcoming in tackling and solving problems, setting priorities and implementing targeted short- and long-term decisions for the Magis. The desired objective is to ensure that our students are at the heart of our academic life and that every element of the university is designed for them and functions at their service.